This study selected a purposeful sample of eight high performing southern California elementary schools which achieved API scores above 900 over a three year period. A review of instructional strategies for each study school during the improvement process and resource allocation patterns was determined. Case studies of each school include interviews and analysis of student performance data and resource allocations choices. The findings were compared with the Evidence Based Model of school finance adequacy. The findings suggest that although the resources available to the study schools were significantly fewer than what the Evidence Based Model recommends, the schools implemented many of the strategies as suggested in the body of literature on school improvement. Effective strategies for implementing and sustaining school success included setting the urgency for learning, goal setting, use of assessments, designing multiple strategies to close the achievement gap (including use of Response to Intervention and Professional Learning Communities), high quality leadership, professional development, and time reallocation and use of incentives. Despite already limited school resources, the schools faced significant budget reductions for the current year and impending additional cuts due to the bleak economic outlook. Implications for school leaders and policymakers are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]